Biography:

Dr. Ameanthea Blanco-Knezovich completed her Doctorate at Old Dominion University in 2010. She has been a Family Nurse Practitioner for 13 years, nurse educator for two years. She established the first nurse practitioner managed and owned set fee primary medical practice in her area and has been a consultant with many companies to establish NP managed clinics in the Hampton Roads area. She has been medical director and senior clinician for multiple clinics and developed protocols for daily clinic operations. She is currently faculty at South University for the Family Nurse Practitioner Program, and Executive Director for Promethean Group.

 

Abstract:

Innovative Advanced Practice Nursing Education that Promotes and Instills Interprofessional Education and Collaborative Practice Utilizing Mobile Medical Health Clinics (IAPNE): Is an educational and healthcare delivery model with a two-fold purpose of creating a built, yet flexible environment, that promotes, fosters and extends interprofessional collaborative practice for service agencies, while improving the health-related quality of life (HRQOL) for underserved populations.  This innovative practice is a system transforming model that achieves the World Health Organization’s (WHO) call for interprofessional education and collaborative practice, and the United States’ Healthy People 2020 objective of increase in self-reported better physical and mental health for the adult population. This practice model of IAPNE utilizes HRQOL initiatives that encompass physical, mental, emotional and social functioning.  These four areas are addressed through a mobile medical health clinic (MMHC) that includes the interprofessional education and collaboration of nurse practitioners, baccalaureate prepared nurses, pharmacists, occupational therapists, physical therapists, chiropractors, health managers, social work, mental health providers, barber/beauticians and spiritual guides.  This delivery model works to improves access and coordination of health-services for vulnerable populations while decreasing tension among service agencies. The setting of the MMHC further works to increase patient and practitioner satisfaction, promote greater acceptance of treatment, reduce health-care cost and improve mental and emotional health. The culture shift that has been created by IAPNE has provided students of service agencies with an understanding and consideration of vulnerable, underserved populations, and instilled the necessity of interprofessional collaboration with the professional obligation to support communities for which they serve.

 

Biography:

Dr. Jessica Parrott completed her Doctorate at Old Dominion University in 2010 and post graduate certificate in Nursing Education in 2011. She has been a Nurse Practitioner for 15 years, nurse educator for eight years and has worked closely with many different nursing programs to strengthen curriculum and improve outcomes. She has published articles on nursing curriculum, student outcomes and advanced practice nursing. Dr. Parrott has received multiple grants for nursing education and served as consultant/editor for several nursing education resources. She is currently faculty at South University for the Family Nurse Practitioner Program, and Clinical Director for Promethean Group.

 

Abstract:

Innovative Advanced Practice Nursing Education that Promotes and Instills Interprofessional Education and Collaborative Practice Utilizing Mobile Medical Health Clinics (IAPNE): Is an educational and healthcare delivery model with a two-fold purpose of creating a built, yet flexible environment, that promotes, fosters and extends interprofessional collaborative practice for service agencies, while improving the health-related quality of life (HRQOL) for underserved populations.  This innovative practice is a system transforming model that achieves the World Health Organization’s (WHO) call for interprofessional education and collaborative practice, and the United States’ Healthy People 2020 objective of increase in self-reported better physical and mental health for the adult population. This practice model of IAPNE utilizes HRQOL initiatives that encompass physical, mental, emotional and social functioning.  These four areas are addressed through a mobile medical health clinic (MMHC) that includes the interprofessional education and collaboration of nurse practitioners, baccalaureate prepared nurses, pharmacists, occupational therapists, physical therapists, chiropractors, health managers, social work, mental health providers, barber/beauticians and spiritual guides.  This delivery model works to improves access and coordination of health-services for vulnerable populations while decreasing tension among service agencies. The setting of the MMHC further works to increase patient and practitioner satisfaction, promote greater acceptance of treatment, reduce health-care cost and improve mental and emotional health. The culture shift that has been created by IAPNE has provided students of service agencies with an understanding and consideration of vulnerable, underserved populations, and instilled the necessity of interprofessional collaboration with the professional obligation to support communities for which they serve.

 

Biography:

Ilana Pressick is a Teaching Fellow within the Department of Children and Young People’s Health at Birmingham City University.  Ilana has worked in different intensive care settings since qualifying in 2009 and completed numerous post graduate nursing qualifications.  She joined the university in 2016 and teaches on undergraduate and postgraduate courses in nursing.  Currently she is involved in a research project exploring the results of taking theory into practice and she is a participant in the HEFCE-funded classroom observation research project.  She has also presented at numerous local conferences sharing her current research and her creative approach to teaching

Abstract:

Newly qualified nurses feel unprepared for practice and lack confidence in their own abilities according to our literature review.  Birmingham City University with the support of Birmingham Children’s Hospital have set up a new innovative education programme to address this.  This education programme brings theory to the students whilst they are out on placement addressing issues that the literature review has bought to light.  The programme was carefully aligned against their nursing programme.  Whilst learning outcomes were set for sessions they were fluent in adapting to the learning needs of the students. 

Qualitative research was conducted to evaluate the effectiveness of this new educational programme, inform future practice and validate the programme.  Initial findings indicate that the programme is very effective in addressing some of the gaps identified in our original literature review.  It empowered students to confidently take knowledge and consciously apply to practice but also to recognise the theory they apply. 

Strong research themes emerging as reported by student are:  

• An increase in confidence not only in regard to clinical skills such as medicine management but also in regard to non-technical skills like communication and self-awareness. 

• Emotional support from staff and an increase in peer support and identification. 

• That the success to their learning whilst out on placement was due to the adaptability of sessions to meet their learning needs. 

The benefits of this programme have been endorsed by the research, resulting in the programme expanding and implementation across different hospital sites are currently being planned.  Most importantly, this initiative seems to make a real difference to our students and in turn will hopefully have a positive impact on the way in which they care for children and their families. 

 

Biography:

Mildred John is a Professor of Nursing with over thirty years experience teaching nurses. Mildred has acquired knowledge, skills and disposition for capacity building and mentoring. She has served as Head of Department, Dean of Faculty and member of the Board of the Nursing & Midwifery Council of Nigeria. She is a Fellow of the West African College of Nursing, and the current President of the Association of University Nursing programmes in Nigeria. She has 60 publications in reputed journals, has won many awards (professional and social),and has several professional affiliations.

 

Abstract:

Interprofessional education (IPE) is an important concept of education in the health professions. At the University of Calabar, the IPE model has been implemented for over ten years. Students from different health disciplines have lectures together in the first two years of study, and also attend the same clinical settings for practical experience. This study explored the lived experiences of IPE; and evaluated IPE and collaborative competencies of students. Mixed method design was used to collect data from 180 randomly selected undergraduate students in the penultimate year of education from six health disciplines in the University of Calabar. Ethical clearance was obtained from the University Research Ethics Committee. A validated structured questionnaire, on a five-point Likert-type scale, was used to collect data on competencies for IPE and collaboration. Items were adapted from the modified Readiness for Interprofessional Scale (RIPLS) and Interprofessional Collaborator Assessment Rubric. Data were analyzed using SPSS 18.0. Data on students' lived experiences of IPE were obtained through focus group discussion, recorded on audiotapes, and analyzed on NVivo 7.0. Scores on IPE competencies were high for interactive learning, knowledge of roles and responsibilities of other professionals, and respect for different perspectives; but moderate for relationship across professional disciplines. Scores on collaborative competencies were high for teamwork skills, respectful communication; and confidence working with other professionals; but low for recognition of shared leadership within health team. Scores on IPE competencies correlated positively with collaborative competencies (p< 0.001). Successful IPE builds skills and develops healthcare students for future collaborative practice.

 

Biography:

Yasue Yamazumi has expertise in Fundamentals Nursing. She is Senior Lecturer of Kyoritsu Women’s University. Education: 2009 Fukuoka Prefectural University, Nursing Education (MS).  She is also a PhD student. Professional Experience: 1997-2009: Clinical training staff, 2009-2013: Assistant Professor, Adult Nursing, Fukuoka Prefectural University, 2013-2016: Senior Lecturer, Fundamentals Nursing, Division of Nursing, School of Medicine, National Defense Medical College.

 

Abstract:

Japanese nursing students participate only 1,035 hours of clinical practice, making it difficult for them to learn many practical skills.

For students to learn practical skills through the short lessons that last only 180 minutes for both lectures and exercises, it is difficult to learn such as vital sign measurement. Therefore, during a physical assessment class, we attempted to use blended learning.

 The physical assessment was deployed in the following sequence so that students would learn in a cycle comprising.

1. Preparation: Students watch a model video (video of the teacher performing) with e-learning.
2. Lecture: Students watch the model video and receive an explanation after a description of the vital sign measurement methods.
3. Review (preparation for practice): Students are imagery training using a worksheet describing the procedure.
4. Practice: Students perform the technique after observing a demonstration by the teacher.
5. Independent practice: Students engage in self-practice in a laboratory after the practice session has finished.
6. Skill check: After ten times and more practices, students record video of one another performing and then submit the videos.

 The videos of vital sign measurements taken by the students showed that the students who engaged in a larger amount of independent practice were able to perform the techniques more smoothly.

It is difficult to learn nursing skills during the short time available, repeatedly viewing model videos and repeatedly engaging in practice are essential for improving nursing skills.

 

Biography:

Dr.Masako Nakamura has completed her Doctor of Sport Sciences from Waseda University  Japan. She is an Associate Professor of Fundamental of Nursing at Kyoritsu-Women’s University Faculty of Nursing. Her interest are coaching in nursing, use of simulation in nursing and nursing education. 

Abstract:

Purpose: Sheet is generally used for moving patient to side of bed, but in nursing basic education in Japan, we also teach a method of doing it by one person without using nursing tools. In this study, we compare and clarify the difference in the movement of nursing student’s and nursing teacher’s technic using the Kinaesthetic and Kobujutsu method.

Methods: Study participants had no physical disorders such as low back pain and included one nurse and 48 nursing students.

1. Techniques based on the Kinaesthetic and Kobujutsu method for moving patient to side of bed were taught.

2.After practicing for 30 minutes, we took video and compared.

Results / Discussion:

1. Nursing students could perform both the Kinesthetic and Kobujutsu method roughly.

2. In Kinaesthetic method, nursing students weren’t close to the patient and lifted the patient's body using strength of the arms. The nurse was close to patient, and rotated.

3. In Kobujutsu method, the body axis of the patient nursing students moved was bent to the left.

The nurse was close to the patient, and rotated and laied the patient's body straight.

Nursing students were able to mimic the series of movement during 30- minute practice, but unable to acquire technical skills to the same level as the nurse. Nursing students unable to shift their weight effectively.

Conclusion: In moving patient to side of bed, the nursing students weren't close to patient than the nurse in both Kinaesthetic and Kobujutsu method. 

 

Biography:

Mina Sakurai (MSN, RN, PHN) workes at Kyoritsu-Women’s University Faculty of Nursing as an associate Professor. She teaches the nursing students fundamentals of nursing, such as body mechanics and mobility. Her recent interest is educational technology.

Abstract:

Purpose：Generally, two nurses assist a patient in moving up on bed. Japanese basic nursing education teaches the methods of assisting alone without any tool. In this study, we compared Kinaesthetic and Kobujutsu methods, which are nursing methods of moving patient up on bed, to clarify the proper method.

Methods：Three nurses each assisted a patient up on the bed using Kinaesthetic and Kobujutsu methods, and the performances were videoed. Data of the trajectory between the eyebrows of the patient, angle of nurse’s back bent, assistance time, and patient’s movement distance were collected.

Results：Kinaesthetic method is the way to promote upward a scapula in turn. The trajectory between the eyebrows of the patient was S-shaped like the trajectory of natural motion.

Kobujutsu method involves pulling upward the buttocks at lateral position, and then returning the upper body to supine position by setting the line of the buttocks and straightening the alignment. Then patients will feel uncomfortable, when the upper body is not adjusted well.

The nurse’s back was less bent in Kinaesthetic than Kobujutsu method, indicating less burden on the lumbar in Kinaesthetic than Kobujutsu method.

The time to make the patient move the same distance was shorter in Kinaesthetic than Kobujutsu method.

Conclusion：On comparing Kinaesthetic to Kobujutsu methods for assisting in moving patient up on bed, Kinaesthetic method is suggested as more appropriate for patients and nurses. 

 

Biography:

AyÅŸegül AÇIL graduated from Marmara University Faculty of Health Sciences Nursing Department by completing his undergraduate education in 2008. She is continuing her graduate education and her career as research assistant in Duzce University.

 

Abstract:

It is indicated that there is a gap between the theory and practice aspects of nursing education (Karaöz,1997; GöriÅŸ,Bilgi ve Korkut Bayındır,2014; Stanley ve Latimer,2011). In nursing education, which involves cognitive, affective and pyschomotor learning areas, it is aimed that learners acquire required knowledge, skills, and attitudes; and convert their knowledge in practice areas to behaviour, and  explicate their existant knowledge and produce different solutions in solving problems they encounter. To draw the attention and meet the learning needs of new generation of learners, who are named “the digital-born” because of today’s developing science and technological facilities, it is needed to use new teaching methods. It is believed that simulation games will have a bigger place in nursing education where different forms of simulation have taken place for quite a while.The clinical environment should be regulated to serve these purposes and the students should be supported (O’ Connor, 2006).

One of the teaching strategies used to provide competence in learning in nursing education is simulation (Ravert, 2002). The role-play simulations are group exercises in which two or more learners play their roles or a situation in front of a group of observers and reflect their reactions and tendencies. This method is said to be an effective technique for students to acquire new experiences by observing other roles as well as experiencing their own roles (Lane,Slavin ve Ziv,2001). Increasingly evolving information reveals the need for students to learn faster and more efficiently (Ünver,2015). Traditional teaching methods are inadequate to meet the learning needs of students and prepare them for the 21st century (Lim- Ng, 2008, Tharman, 2006). It is emphasized that learners should question the information, skills, attitude and behaviours until they can associate them with previously acquired knowledge, and that they should examine why the information is true or false. One way of thinking addressing this goal is reflective thinking.

 

 

Literature review shows that in Turkey, studies on reflective thinking skills is mainly focused on theacher candidates,secondary school students, and that such studies focused on nursing students are limited. Therefore, our study that aims to evaluate the effect of a roleplay game on the reflective thinking skills of nursing students will facilitate further studies and act as a resource for them.

Study will make use of a mixed method in which both quantitive and qualitative research methods are used in conjunction. There will not be a method for sampling, and sample will consist of 20 students who accepts to join voluntarily, out of 97 students who do not take part in internship programme.

During the 2017-2018 academic year,  for a total of 7 days of the game "The Ward" will be conducted with the students one day a week, followed by debriefing, after which students will be asked to write reflective writing. At the end of the process, a questionnaire will be applied to determine the opinions of the students about the simulation game. The analysis of the data will be carried out using descriptive statistics, parametric and non-parametric test and content analysis, the results and recommendations will be shared.

Keywords: nursing students, nursing, education, student, simulation game, reflective thinking

 

Biography:

AyÅŸe DEMÄ°RAY has completed his PhD degree from Ege University in 2010. She is continuing her career as Doctor Lecturer in Duzce University. She is the director of Department of Fundamentals of Nursing. She has published more than 10 papers in reputed journals.

 

Abstract:

The main purpose of nursing education is to educate nursing student who are competent in terms of knowledge and skills, who are adhering to professional values and professional nursing role. In addition, they are expected to have leadership, effective communication, and cooperative skills that can be achieved at with their own colleagues or multidisciplinary dimensions. However, today's nursing education can not be achieved this objective with traditional teaching methods due to the increasing number of students or inadequate teaching staff. Collaborative learning is an innovative learning approach that serve the purposes of nursing education. The collaborative learning environment, which allows active involvement in the learning process, enhances learning by providing learners with greater control over their learning and enhances the performance of psychomotor skills and permanence of cognitive information in the learning process (Johnson, Johnson and Stane, 2000).

When the results of the studies were examined, it was found that the collaborative learning method increased students' psychomotor skill competence levels (Austria et al., 2013; McWilliams et al., 2017), critical thinking and clinical judgment skills (Berndt et al., 2015), improves the communication skills positively (Bayer et al. ., 2011) and decrease the level of anxiety they experience during the learning process (Austria et al., 2013).     In the study, it is aimed to evaluate the effect of cooperative standardized patient simulation in nursing education on knowledge, psychomotor skill and anxiety levels of students.

The study's universe consists of 172 students who are studying in the second semester of the Faculty of Health Sciences, Department of Nursing and taking Fundamentals of Nursing Course in 2017-2018 academic year. In the research, sample is determined by randomized method and 48 students (24 experimental group; 24 control group) will compose of sample group. The research data that prepared by the researchers will be collected using the “Personal Information Form” which containing the descriptive characteristics of the students, “Knowledge Evaluation Form”, “Bondy Psychomotor Skill Evaluation Scale” and “Spielberger State Anxiety Scale”. Skill evaluation of students' practices will be observed by researchers. The analysis of the data will be carried out using descriptive statistics, paired samples t test, independent simple t test, Mann Whitney U test and the results and recommendations will be shared.

Key words: Nursing education, cooperative learning, standardized patient simülation, anxiety, knowledge and skill level

 

Biography:

Mrs Rezarta Lalo is a Lecturer since 1999 and member of Department of  Health Care, Faculty of Public Health, University of Vlore “Ismail Qemali”, Albania. In 2016 she has earned  PhD in Nursing Science. She is the honorable member of many prestigious associations, committees and had published different articles in the field of nursing care and midwifery. Her research interest is Women & Child Health, Public Health, Gynecological & Obstetric Community, Nursing Education.

 

Abstract:

Breastfeeding is a very important process with tremendous health benefits to both mother and child. Despite the measures adopted, it may be associated with difficulties and disorders that can result from lack of knowledge, poor technical skills, or lack of support and prenatal education. This study aims to assess the impact of breast disorders and prenatal education on the prevalence of initial breastfeeding difficulties among postpartum women in the district of Vlorë. It is a cross-sectional study conducted in maternity wards of Regional Hospital in Vlore during the period September-December 2017. The study included 300 mother-baby pairs, selected randomly in the first 18 to 48 hours postpartum. The data collection instrument included the sucking evaluation file, filled out by the direct observation of breastfeeding. The data was analyzed using the statistical program SAS 9.13 version, with p<0.05 statistically significant. 11% of babies did not breastfeed within the first 2 hours and 3% after 2 hours or more. The main factors were inadequate attachment of the baby to the breast (21%), baby was not interested to  breasts’ contact (18.7%) and breast disorders (31%). Regarding breast problems predominate inflamed nipples (38.4%). Variables associated with postparturm breast disorders were mothers of the age group 20-25 (p=0.045), supplement provision to the newborn at the hospital (p=0.003) and lack of prenatal education (p=0.001). Insufficient information about breastfeeding techniques identifies the need for pre and postnatal effective education in order to prevent and treat these problems.